Abstract
The study aimed to determine the specifics of professional training of future specialists in education for children with special needs. The methodology included student practice, questionnaires, teacher observation and SWOT analysis of forms of work with children with special needs. The study obtained data on the effectiveness of various forms of work with children with special needs in the practical training of students of pedagogical specialities. A systematic comparison of students’ self-assessment of professional knowledge and skills with the assessments of mentor teachers was conducted, which was used to identify both objective progress and subjective differences in assessments. The data shows a significant improvement in the level of theoretical knowledge, practical skills, communication competencies and motivation of students. The SWOT analysis of the forms of work with children with special needs (individual and group lessons, use of multimedia technologies and pedagogical observations) provided a clear picture of their strengths and weaknesses, opportunities for improvement and potential threats. Pedagogical observations were noted to be effective in analysing student behaviour yet can be subjective. The results confirm that practical training of students significantly increases their readiness for professional activity. The study determined that the introduction of interactive forms of education, strengthening of the interdisciplinary approach and improvement of the material and technical base will contribute to greater efficiency of education for children with special needs. The research findings can be utilised by higher education institutions to improve the training of future professionals working with children with special needs, as well as by educational establishments to implement effective teaching methods and support for such children
Keywords
educational systems; multidisciplinary teams; interpersonal interaction; innovative methods; inclusive approach
References
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